Classroom Quality and Academic Skills: Approaches to Learning as a Moderator

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-6 - Early Education and Child Development SIG Poster Session

Abstract

Using the Head Start Family and Child Experiences Survey (FACES—2003 Cohort), this study examined whether approaches to learning moderated the association between child care classroom environment and Head Start children’s academic skills. Participants included 3- and 4-year old Head Start children (N = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Results of the linear mixed effects models demonstrated that positive approaches to learning mitigated the negative effect of lower levels of classroom quality on writing and spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed.

Author

• Christine Meng, Edgewood College